Jennifer Shaw, high school social studies teacher, and Kathleen McKim, school librarian, are working with Mrs. Shaw's 9th grade world history class. Students range in age from 14-15 years old. 26% of the students are at or above proficient in reading for Grade 9. 74% of students scored below proficient in reading for 9th grade. Most are at the 7th-8th grade reading level. Many of the students struggle with learned helplessness and need sufficient scaffolding to succeed.
Student Demographics:
African American 14%
Hispanic 44%
White 38%
Native American >1%
Asian/Pacific Islander 3%
More than half are economically disadvantaged, with families that receive some form of state or federal aid. The school itself struggles to provide technology due to under-funding.
Entry Competencies.
9th grade world history students are, in general, able to do the following tasks required to complete the lesson successfully:
Demonstrate the ability to work cooperatively with other students
Organize and apply academic information from a variety of sources
Use problem-solving and decision-making skills to assess progress towards educational solutions
Locate a website using the URL or site title
Create and save electronic files
Learning Styles.
The students have differentiated learning styles but are primarily visual learners. It will be necessary to scaffold for some ESL learners. Students are familiar with technology tools and engage in some lessons throughout the school year utilizing computers and internet based programs. Their access to technology is limited to the media center due to the budget of the school district, which is in an economically disadvantaged neighborhood.
State and National Standards and Objectives
State Curriculum Standards.
TEKS - Social Studies, Chapter C, 9th Grade World History 113.42. World History Studies Knowledge and Skills
(3) History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to:
(A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity.
(23) Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:
(A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions.
Technology Standards.
TEKS-Technology Applications, Chapter 126, Subchapter C-High School
§126.22. Computer Science I
(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems.
The student is expected to:
(B) use visual organizers to design solutions such as flowcharts or schematic drawings;
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(B) publish information in a variety of ways including, but not limited to, software, Internet documents, and video.
S4L Standards Indicators.
Standard 2.1.4: Use technology and other information tools to analyze and organize information.
Standard 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
3. Research and information fluency. Students apply digital tools to gather, evaluate and use information.
B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
Learning Objectives.
At the end of this lesson, the learner will
Use library and internet research to locate and organize facts about Ancient Greece;
Synthesize and organize information about Ancient Greece in a meaningful way;
Work collaboratively via technology;
Self-assess and reflect individually on the learning process, including finding and organizing information and collaborative effort.
Locate and organize facts about Ancient Greece using library/Internet resources;
Synthesize and organize information using a Web 2.0 storyboarding tool;
Collaborate effectively via technology;
Self-assess and reflect individually on the learning process, including finding and organizing information and collaborative effort.
Select Strategies, Technology, Media, and Materials
Jointly Select Strategies.
Ms. Shaw created the original graphic organizer, listing the gods and goddesses in alphabetical order, to aid students in collecting their research findings prior to creating their family tree storyboard. Ms. Kathleen thought that structuring the graphic organizer in such a way that the hierarchical relationships of the gods and goddesses would be more evident would help scaffold the students' understanding, and revised accordingly. The additional requirement for students to record the graphic "symbol" of each god and goddess will help students visually distinguish the individual Olympians on the final family tree storyboard. Both instructors will monitor the class and provide guided instruction as they take notes to make sure that students understand the format. For additional scaffolding, a space for students to sketch their family tree storyboard will also be provided and checked for correctness of relationships before the students create the final storyboard on Cacoo. Day One of the class involves both teachers jointly modelling the storyboard on Cacoo.com and then allowing students to complete the graphic organizer. On Day Two, partners will sketch and then create their story maps. Either teacher will check for correctness before students create the story map on Cacoo and will be available to help students use the technology. Students will evaluate their learning process before leaving on Day Two. They will also post partner names and URLs for their storyboards on the "12 Olympians Family Tree Storyboard Partner Matrix." Students will hand in their "12 Olympians Graphic Organizers" collaboratively, and the "12 Olympians Family Tree Storyboard--Individual Reflection" individually. There is no need for them to hand in the "12 Olympians Performance-Based Checklist" once they have self-assessed. Ms. Shaw and Ms. Kathleen will jointly assess student outcomes via the Individual Reflection piece, modified from the self-assessment found on the WebQuest, created by Ms. Kathleen.
Jointly Select Technology and Media.
Cacoo.com Electronic mind mapping / storyboard Web 2.0 tool.
The websites for finding information about the 12 Olympians were pre-selected by Ms. Shaw and Ms. McKim when they originally created the WebQuest resource page. Specifically, they are: The Olympic Gods on Mythweb.com. Click on any one of these pictures to find out more information about the "TRUE" Olympians, the 12 immortal gods and goddesses who lived on Mt. Olympus. Olympian Family Tree. This is a visual representation of the relationships between the 12 Olympians. The Twelve Olympians Another resouce for information about the 12 immortal Olympians.
Utilize Technology, Media and Materials
Preview the Technology, Media, and Materials with your co teacher.
Ms. Shaw and Ms. Kathleen have already used Cacoo with success with other students. They practiced making a collaborative family tree storyboard prior to the lesson to ensure that it is an attainable goal for students, to ensure that they could sufficiently model making the storyboard for students in the classroom, and to anticipate any difficulties that they may encounter in using the technology. Ms. Kathleen will verify the links for the materials regarding the Olympians the morning before the lessons are to take place, finding alternatives, if necessary.
Prepare the Technology, Media, and Materials. Decide which partner will do what.
Ms. Kathleen and Ms. Shaw collaboratively selected the storyboard tool and the resources. Ms. Shaw and Ms. Kathleen will demonstrate how to collaborate on Cacoo, jointly modeling partner work and collaborative completion of learning tasks. Students may approach either educator for a final check of their preliminary sketches before starting on Cacoo. Both educators will answer questions and monitor for progress during the internet research and creation of the storyboards. Ms. Shaw and Ms. Kathleen will collaborate regarding assessment.
Prepare the Environment. Depending on the location, one educator or the other may be more responsible for this.
This lesson will take place in the media center computer lab. As the librarian, it is Ms. Kathleen's responsibility to verify the working condition of the computers, internet access, and the validity of the URLs before school on the day that the lesson will take place.
Prepare the Learners with your co teacher.
This lesson will take place immediately after the WebQuest, so that initial knowledge about the Olympians gained from the WebQuest can be better understood by the students through the synthesis of information from various sources and the collaborative creation of a new product to allow for the production of personalized and meaningful knowledge.
Provide the Learning Experience with your co teacher.
Ms. Shaw will pair the students. Ms. Kathleen and Ms. Shaw collaboratively selected the storyboard tool and the resources. Ms. Shaw and Ms. Kathleen will demonstrate how to collaborate on Cacoo. Both teachers will observe students for understanding and make informal assessments by walking around the class. Students may approach either teacher for a final check of their preliminary sketches before starting on Cacoo. Both teachers will make final assessments.
Require Learner Participation
Student Practice Activities.
In collaboration with their assigned partner, students will use their graphic organizers to note the symbols, family relationships, and any other important information they feel will be helpful in creating their Family Tree Storyboard. They will create a rough Storyboard and get the approval of one of their teachers before creating their original Family Tree Storyboard on Cacoo. Students will post their final URLs for their "12 Olympians Family Tree Storyboards" on the "12 Olympians Family Tree Storyboard Partner Matrix." Students will individually respond to the reflection questions and performance-based checklist.
Feedback provided by both educators.
Ms. Shaw and Ms. Kathleen will monitor the class during their internet search, checking to make sure students are on task when completing the graphic organizer. Students may ask either teacher for a final check of their rough draft sketch before beginning their storyboards on Cacoo.com. Both instructors will evaluate final products, jointly assess and provide feedback for students.
Evaluate and Revise
Assessment of Learner Achievement – self-assessment for students, joint assessment by educators must include a checklist, rubric, reflection, or some other evaluation tool.
Ms. Shaw and Ms. Kathleen will jointly assess student work. After reviewing the connections between the graphic organizer and the organization of the knowledge using Cacoo, both will determine if students met the objectives of the lesson. If students have not achieved 80% mastery, Ms. Shaw may send them to Ms. Kathleen to check for understanding after the lesson as time allows.
Evaluation of Strategies, Technology, and Media by both educators.
Ms. Shaw and Ms. McKim will monitor and evaluate the effectiveness of the graphic organizer as to whether it is better for it to be in alphabetical order or hierarchical order, making notes to revise along the way. The individual reflection and performance-based checklist will be evaluated to see if they truly reflect the standards and objectives of the lesson.
Revision accomplished jointly.
Based upon the points of evaluation listed above, Ms. Shaw and Ms. Kathleen will revise the lesson together as needed to improve it for use with future classes.
Adapted for co teaching by Kathleen McKim and Jennifer Shaw from: Smaldino, Sharon E., Lowther, Deborah L., and Russell, James D. Instructional Technology and Media for Learning. 10th ed. Boston: Pearson, 2011, p. 39.
12 Olympians Family Tree Storyboard Lesson Plan for "World's Greatest Scholars Take on Ancient Greece" WebQuest using Adapted ASSURE Lesson Plan
12 Olympians Family Tree Graphic Organizer
12 Olympians Storyboard Partner Matrix
Student Self-Checklist and Reflection
Student Performance-Based Checklist
"World's Greatest Scholars Take on Ancient Greece" WebQuest
12 Olympians Family Tree Example
Analyze Learners
General Characteristics.
Jennifer Shaw, high school social studies teacher, and Kathleen McKim, school librarian, are working with Mrs. Shaw's 9th grade world history class. Students range in age from 14-15 years old. 26% of the students are at or above proficient in reading for Grade 9. 74% of students scored below proficient in reading for 9th grade. Most are at the 7th-8th grade reading level. Many of the students struggle with learned helplessness and need sufficient scaffolding to succeed.
Student Demographics:
- African American 14%
- Hispanic 44%
- White 38%
- Native American >1%
- Asian/Pacific Islander 3%
More than half are economically disadvantaged, with families that receive some form of state or federal aid. The school itself struggles to provide technology due to under-funding.Entry Competencies.
9th grade world history students are, in general, able to do the following tasks required to complete the lesson successfully:
Learning Styles.
The students have differentiated learning styles but are primarily visual learners. It will be necessary to scaffold for some ESL learners. Students are familiar with technology tools and engage in some lessons throughout the school year utilizing computers and internet based programs. Their access to technology is limited to the media center due to the budget of the school district, which is in an economically disadvantaged neighborhood.
State and National Standards and Objectives
State Curriculum Standards.
TEKS - Social Studies, Chapter C, 9th Grade World History 113.42. World History Studies Knowledge and Skills
(3) History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to:
(A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity.(23) Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:
(A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions.
Technology Standards.
TEKS-Technology Applications, Chapter 126, Subchapter C-High School§126.22. Computer Science I
(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems.
The student is expected to:
(B) use visual organizers to design solutions such as flowcharts or schematic drawings;
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(B) publish information in a variety of ways including, but not limited to, software, Internet documents, and video.
S4L Standards Indicators.
Standard 2.1.4: Use technology and other information tools to analyze and organize information.
Standard 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
ISTE NETS*S.
3. Research and information fluency. Students apply digital tools to gather, evaluate and use information.
B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
Learning Objectives.
At the end of this lesson, the learner will
Select Strategies, Technology, Media, and Materials
Jointly Select Strategies.
Ms. Shaw created the original graphic organizer, listing the gods and goddesses in alphabetical order, to aid students in collecting their research findings prior to creating their family tree storyboard. Ms. Kathleen thought that structuring the graphic organizer in such a way that the hierarchical relationships of the gods and goddesses would be more evident would help scaffold the students' understanding, and revised accordingly. The additional requirement for students to record the graphic "symbol" of each god and goddess will help students visually distinguish the individual Olympians on the final family tree storyboard. Both instructors will monitor the class and provide guided instruction as they take notes to make sure that students understand the format. For additional scaffolding, a space for students to sketch their family tree storyboard will also be provided and checked for correctness of relationships before the students create the final storyboard on Cacoo. Day One of the class involves both teachers jointly modelling the storyboard on Cacoo.com and then allowing students to complete the graphic organizer. On Day Two, partners will sketch and then create their story maps. Either teacher will check for correctness before students create the story map on Cacoo and will be available to help students use the technology. Students will evaluate their learning process before leaving on Day Two. They will also post partner names and URLs for their storyboards on the "12 Olympians Family Tree Storyboard Partner Matrix." Students will hand in their "12 Olympians Graphic Organizers" collaboratively, and the "12 Olympians Family Tree Storyboard--Individual Reflection" individually. There is no need for them to hand in the "12 Olympians Performance-Based Checklist" once they have self-assessed. Ms. Shaw and Ms. Kathleen will jointly assess student outcomes via the Individual Reflection piece, modified from the self-assessment found on the WebQuest, created by Ms. Kathleen.
Jointly Select Technology and Media.
Cacoo.com Electronic mind mapping / storyboard Web 2.0 tool.
The Olympic Gods on Mythweb.comOlympian Family Tree
The Twelve Olympians
Jointly Select Materials.
The websites for finding information about the 12 Olympians were pre-selected by Ms. Shaw and Ms. McKim when they originally created the WebQuest resource page. Specifically, they are:The Olympic Gods on Mythweb.com. Click on any one of these pictures to find out more information about the "TRUE" Olympians, the 12 immortal gods and goddesses who lived on Mt. Olympus.
Olympian Family Tree. This is a visual representation of the relationships between the 12 Olympians.
The Twelve Olympians Another resouce for information about the 12 immortal Olympians.
Utilize Technology, Media and Materials
Preview the Technology, Media, and Materials with your co teacher.
Ms. Shaw and Ms. Kathleen have already used Cacoo with success with other students. They practiced making a collaborative family tree storyboard prior to the lesson to ensure that it is an attainable goal for students, to ensure that they could sufficiently model making the storyboard for students in the classroom, and to anticipate any difficulties that they may encounter in using the technology. Ms. Kathleen will verify the links for the materials regarding the Olympians the morning before the lessons are to take place, finding alternatives, if necessary.
Prepare the Technology, Media, and Materials. Decide which partner will do what.
Ms. Kathleen and Ms. Shaw collaboratively selected the storyboard tool and the resources. Ms. Shaw and Ms. Kathleen will demonstrate how to collaborate on Cacoo, jointly modeling partner work and collaborative completion of learning tasks. Students may approach either educator for a final check of their preliminary sketches before starting on Cacoo. Both educators will answer questions and monitor for progress during the internet research and creation of the storyboards. Ms. Shaw and Ms. Kathleen will collaborate regarding assessment.
Prepare the Environment. Depending on the location, one educator or the other may be more responsible for this.
This lesson will take place in the media center computer lab. As the librarian, it is Ms. Kathleen's responsibility to verify the working condition of the computers, internet access, and the validity of the URLs before school on the day that the lesson will take place.
Prepare the Learners with your co teacher.
This lesson will take place immediately after the WebQuest, so that initial knowledge about the Olympians gained from the WebQuest can be better understood by the students through the synthesis of information from various sources and the collaborative creation of a new product to allow for the production of personalized and meaningful knowledge.Provide the Learning Experience with your co teacher.
Ms. Shaw will pair the students. Ms. Kathleen and Ms. Shaw collaboratively selected the storyboard tool and the resources. Ms. Shaw and Ms. Kathleen will demonstrate how to collaborate on Cacoo. Both teachers will observe students for understanding and make informal assessments by walking around the class. Students may approach either teacher for a final check of their preliminary sketches before starting on Cacoo. Both teachers will make final assessments.
Require Learner Participation
Student Practice Activities.
In collaboration with their assigned partner, students will use their graphic organizers to note the symbols, family relationships, and any other important information they feel will be helpful in creating their Family Tree Storyboard. They will create a rough Storyboard and get the approval of one of their teachers before creating their original Family Tree Storyboard on Cacoo. Students will post their final URLs for their "12 Olympians Family Tree Storyboards" on the "12 Olympians Family Tree Storyboard Partner Matrix." Students will individually respond to the reflection questions and performance-based checklist.Feedback provided by both educators.
Ms. Shaw and Ms. Kathleen will monitor the class during their internet search, checking to make sure students are on task when completing the graphic organizer. Students may ask either teacher for a final check of their rough draft sketch before beginning their storyboards on Cacoo.com. Both instructors will evaluate final products, jointly assess and provide feedback for students.Evaluate and Revise
Assessment of Learner Achievement – self-assessment for students, joint assessment by educators must include a checklist, rubric, reflection, or some other evaluation tool.
Ms. Shaw and Ms. Kathleen will jointly assess student work. After reviewing the connections between the graphic organizer and the organization of the knowledge using Cacoo, both will determine if students met the objectives of the lesson. If students have not achieved 80% mastery, Ms. Shaw may send them to Ms. Kathleen to check for understanding after the lesson as time allows.Graphic Organizer
Student Performance-Based Checklist
Student Reflection
Partnership Matrix
Evaluation of Strategies, Technology, and Media by both educators.
Ms. Shaw and Ms. McKim will monitor and evaluate the effectiveness of the graphic organizer as to whether it is better for it to be in alphabetical order or hierarchical order, making notes to revise along the way. The individual reflection and performance-based checklist will be evaluated to see if they truly reflect the standards and objectives of the lesson.Revision accomplished jointly.
Based upon the points of evaluation listed above, Ms. Shaw and Ms. Kathleen will revise the lesson together as needed to improve it for use with future classes.
Adapted for co teaching by Kathleen McKim and Jennifer Shaw from:Smaldino, Sharon E., Lowther, Deborah L., and Russell, James D. Instructional Technology and Media for Learning. 10th ed. Boston: Pearson, 2011, p. 39.